Colección destinada a docentes, integrada por un conjunto de cuadernillos que presentan actividades correspondientes a las distintas áreas disciplinares y a los distintos ciclos de enseñanza.
Content-based approaches. A cross-curricular approach.
Different perspectives. Language learning in the classroom. Factors at play in effective acquisition and learning
Learning useful things for today and tomorrow.
Choice of topics, activities and text types. A learner-centred curriculum.
Developmental errors, variability. Are errors inevitable? Interference. Input. Different contexts of acquisition and learning. Reflection on language, correction and systematisation.
Sources and resources, textbooks, ancillary materials. Motivating learners through challenging materials.
Cognitive, learning and communicative styles and strategies. The development of autonomous learning. Here we are again. This time we’ll try to focus on how much the individual learner brings into the language learning task. If you remember, in Chapter 1 we anticipated a number of issues relating to the extent to which teaching and learning are often indirectly related, and that this may be due to personal and experiential factors the learner brings along with him/her.
This chapter will allow us to look at some issues that were discussed in the first series of chapters,1, 2 and 3, which are concerned with acquisition and learning.
Activities, materials, group dynamics. The steps of the lesson. In our previous chapter we explored the main tenets of English as a transversal content, and, as such, the degree of relevance of FL materials, texts, task types, topics and the like. In this chapter we’ll be looking at some of those aspects in detail.
The plateau predicament. Fossilisation and variability. Reflecting on errors. Correction. Teacher intervention. This chapter will allow us to look at some issues that were discussed in the first part of this booklet, in particular Chapter 2, which is concerned with interlanguage.
Web-based and multimedia texts. Hypertext. Linearity v. hierarchy and threads. Learnability. In this chapter we will be focusing on new text types, typically those related with the web.
Identifying needs, topics and interests. Grading linguistic material. Hello! This chapter will focus on planning a unit, and the dilemmas and doubts. OK?
Implications for language learning. You might have heard about Gardner and the theory of "multiple intelligences"."
Pre-task phase, Task cycle, Language Focus.Hi! How are things with you?
Strategic competence. Communication strategies. Learning to learn. In this chapter we will try to examine how ‘strategic competence’ –the ability to solve communication problems despite an inadequate command of the linguistic and sociocultural code– can contribute to the development of an overall communicative competence.
The development of the four skills. The asymmetry between reception and production. Hi! How are things with you? Still surviving in spite of everything?
Verbal and non-verbal images as factors in language learning success. Earl Stevick presents an interesting working scheme to relate how we perceive the world and the skills and processes to acquire and learn a foreign language. This working scheme is based on the notion of "image".
Scanning and skimming. Top-down and bottom-up approaches. Hello. How are you getting on? We’re sure you’ll find this new chapter very interesting, and we hope our suggestions will be useful to you.
Portfolios. Self-correction. Peer correction. Hiya!, as they say in some parts of Britain. We’ll be busy writing busily this time. Excuse the reiteration, but sometimes it serves a purpose when we write.
Collecting data. Keeping diaries and writing portfolios. Collaborative teaching. In this chapter we will be looking at ways in which it is possible to reflect, become aware and hence improve on our own teaching ourselves.
Process and product assessment. Hello! We’re about to close these pages on Level 1.